impact ii 2013 a class called secme-a stem curriculum
TRANSCRIPT
IMPACT II 2013 A class called SECME-A STEM Curriculum
By Mark Eyerman Blanche Ely High School
1201 NW 6th Avenue, Pompano Beach, Fl 33060 Pompano Beach, Florida
754-322-0950 [email protected]
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Table of Contents Abstract 1 Objective 1 Goals 1 Sunshine State Standards 2 Course Outline 4 Supplemental Lesson Plans-‐ 7 Evaluation and Student Assessment 19 Resource List 26
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Abstract SECME Research is an interactive presentation on Differentiated STEM Instruction, and collaborative learning using SECME strategies and projects. With the use of project-‐based learning supported with data from Miami-‐Dade Public Schools and SECME Inc., the presenter will guide the participants in creating a "culture of change" in their school while providing a rigorous and relevant curriculum to our students. The presenter will address such topics as the expectations of the district, administrators, students, and yourself –the creator. Also help in the designing a format for such a class or after school activity. We will also address team building activities and classroom management in a student-‐centered classroom. Finally, we will discuss how to judge if your course or after school program is a success and how to incorporate project based learning into your classroom. We hope to finish up with an inexpensive mini-‐STEM project to finish the session. The Broward County SECME Olympiad Competition is in March. More information about SECME in Broward County and around the nation can be found at http://stem.browardschools.com (SECME-‐STEM Olympiad) and at www.secme.org.
Objective Students will develop critical thinking and problem solving skills that are applicable beyond high school that will transcend to life skills.
Goals My objective and goal for my SECME Research class is to offer a rigorous and relevant curriculum focusing on the opportunities and careers in the field of engineering, science, mathematics and technology. The class will emphasize students learning the skills in problems solving, teamwork and increasing scores on the SAT & ACT exams, as well as promoting students take advanced courses (Advanced Placement & Dual Enrollment) in their secondary school experience. It is also to provide students with a curriculum that integrates the Common Core Standards for reading, writing, mathematics and science with a project-based technology and engineering activities.
• The student will learn medical and biomedical engineering terminology.
• The student will learn to work collaboratively to accomplish common tasks and goals.
• The student will be introduced to various challenging collegiate texts, books and other
forms of media in order to prepare them for their post secondary school challenges.
• The student will learn to access research databases to research the engineering and medical literature. The student will learn to use the Internet and library resources to write a technical research paper.
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• The student will receive reinforcement in critical thinking, problem solving, technical reading and writing.
• The student will learn about different engineering professions
• The student will learn and understand the importance of strategies for succeeding in
mathematics and reading /vocabulary to compliment their comprehension of scientific and engineering concepts.
• The student will learn strategies to be applied to taking exams.
• The student will learn procedures for effective problem solving.
• The student will be aware of the ethical aspects of the engineering profession.
• The student will experience and learn working within the structure of a team.
• The student will be introduced and exposed to the engineering design experience.
• The student will be introduced to the exciting and cutting edge discipline of Biomedical
Engineering; a merger between Biology, Medicine and Engineering, driving the translation of basic research into a potential major in college and career choice
Sunshine State Standards Mathematics Standards MA.B.3.4.1: solves real-world and mathematical problems involving estimates of measurements, including length, time, weight/mass, temperature, money, perimeter, area, and volume, and estimates the effects of measurement errors on calculations. MA.C.1.4: The student describes, draws, identifies, and analyzes two- and three-dimensional shapes. MA.6.A.2.2: Interpret and compare ratios and rates. Science Standards SC.912.12.2: Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. SC.912.12.3: Interpret and apply Newton's three laws of motion. SC.912.12.6: Qualitatively apply the concept of angular momentum. SC.912.10.8: Explain entropy's role in determining the efficiency of processes that convert energy to work.
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SC.912.10.13: Relate the configuration of static charges to the electric field, electric force, and electric potential, and electric potential energy. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. SC.912.L.14.11: Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue. Language Arts Standards LA.910.6.1.3 The student will use the knowledge to create a workplace, consumer, or technical document.
LA.910.6.2.1 The student will select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources.
LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations;
LA.910.6.3.3 The student will demonstrate the ability to select print and non-print media appropriate for the purpose, occasion, and audience to develop into a formal presentation.
LA.910.5.2.5 The student will research and organize information that integrates appropriate media into presentations for oral communication (e.g., digital presentations, charts, photos, primary sources, webcasts).
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;
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Course Outline I. Team building development
a. Utilize several teaming activities in class. Many of these are from the book Quick Team-Building Activities for Busy Managers by Brian Cole Miller and other quick one to two day activities designed to team build and challenge problem-solving skills. This is scheduled for the first two weeks of class.
b. At the end of two weeks teams are selected (not by the instructor). c. Trays or storage areas are provided to each team d. The initial supplies are handed out and placed in the team’s tray.
II. Introduction to the first long term project (6-7 weeks) the Roller coaster.
a. Rubric given to students for review b. Rubric explained to students and questions are answered regarding the project c. A safety lecture is given regarding the glue guns and other safety policies and
procedures for the course. d. A drawing/ sketch and description (brief) is due from each team after the first
week of the project. e. Six Sigma discussions with examples are given to the student. f. Foundation bases are provided for the teams about two to three (2-3) before the
due date; g. The instructor provides spray paint to the teams. h. Three days of testing and grading of the Roller coaster are scheduled.
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III. During the team’s working on the Roller coaster project other projects are assigned to
the teams. a. Rubrics are given to the students for review b. Rubrics are explained to the students and questions are answered regarding the
different projects. c. Progress is monitored on the projects and the instructor evaluates the
cohesiveness of the teams. d. Due dates have specific penalties for deadlines being missed.
**Below is a sample of a project –the Bionic Hand IV. Introduction to the composition and mechanics of a human hand.
a. Introduction to basic human anatomy i. Joints
ii. Hand iii. Fingers iv. Wrist
b. Introduction to the mechanics of the Bionic Hand c. Introduction to basic electrical concepts with regard to the Bionic Hand d. Introduction to the Aesthetics of the human hand versus the Bionic Hand
V. Conceptualizing a Business Plan for the Bionic Hand a. What are we selling? What need does it for or address? b. Who are our clients? c. What is the best way to reach our clients? d. Cost effectiveness versus adaptations and improvements. e. How will we market our product? f. Presentation –the PowerPoint.
VI. In Class Competition –timed in seconds
a. Dexterity test- picking up a piece of paper b. Manipulation/ dexterity test of the grasp of the Bionic Hand
i. Pick up a single sheet of paper ii. Picking up several plastic containers and stacking them
iii. Holding and pouring a plastic 500ml of water into a container. c. Strength test
i. Holding a graduated cylinder in the Bionic Hand while 250ml of water is being poured into it.
ii. This is a timed assessment (one minute). d. Winners will be chosen to compete in the Bionic Hand Competition at the
SECME Olympiad – April 2013 VII. Conclusion
a. The Technical Research Paper i. Abstract
ii. Documentation of improvements iii. History of Prosthetics
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iv. Proper APA citations for all citations. v. Technical drawing of the Bionic Hand
vi. References
VIII. Introduction to the composition and mechanics of a human hand. a. Introduction to basic human anatomy
i. Joints ii. Hand
iii. Fingers iv. Wrist
b. Introduction to the mechanics of the Bionic Hand c. Introduction to basic electrical concepts with regard to the Bionic Hand d. Introduction to the Aesthetics of the human hand versus the Bionic Hand
IX. Conceptualizing a Business Plan for the Bionic Hand a. What are we selling? What need does it for or address? b. Who are our clients? c. What is the best way to reach our clients? d. Cost effectiveness versus adaptations and improvements. e. How will we market our product? f. Presentation –the PowerPoint.
X. In Class Competition –timed in seconds
a. Dexterity test- picking up a piece of paper b. Manipulation test of the grasp of the Bionic Hand
i. Picking up several plastic containers and stacking them c. Strength test
i. Holding a graduated cylinder in the Bionic Hand while water is being poured into the cylinder.
d. Winners will be chosen to compete in the Bionic Hand Competition at the SECME Olympiad – April 2013 at Pompano Beach High School.
XI. Conclusion a. The Technical Research Paper
i. Abstract ii. Documentation of improvements
iii. History of Prosthetics iv. Proper APA citations for all citations v. Technical drawing of the Bionic Hand
vi. References
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Name ________________________________________________ Date ____________ Block
Simple Machines & Gear Lab Twenty five-point lab
Objective: The student will be able to name, describe and manipulate the six (6) types of simple machines. Objective: The student will be able to demonstrate the mechanical advantage of the different types of simple machines. Introduction: The Simple Machines Lab will be conducted in “centers” in the classroom. Students or teams will be instructed to complete the lab by visiting the seven (7) Stations placed in and around the classroom. Background knowledge and vocabulary will be provided by lecture from the instructor, and the Conceptual Physics (1999) textbook in class.
Station 1- Levers Materials: 30 cm ruler 10 pennies Pencil Tabletop Objective: To construct a lever and balance it with the materials and instruction provided. Procedure: A. Place the provided pencil flat on the desk. B. Lay the ruler across the pencil so that the two ends of the ruler move (teeter) back and forth like a see saw. C. Adjust the ruler on the pencil so that the two ends balance perfectly. The balance point should be at approximately the 15 cm mark. D. Stack five (5) pennies at the very edge of the ruler on the 1 cm side and the other 5 pennies at the edge of the 30 cm side. Since the two piles of pennies are about equal in weight, the two ends of the ruler should remain balanced. E. Take three pennies off of the 30 cm side and place them on the stack at the 1 cm side of the metric ruler. You should now have 8 pennies on one side and 2 on the other. The ruler should be tilted down toward the 1 cm side. This is an example of a lever. The task How can you lift four times your weight? Try it with these pennies! Without adding any weight
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to either side and without moving the pennies, how can you get the two ends of the ruler to both be off the tabletop? Questions:
1. Draw and describe the lever that you balanced in this simple machine challenge. 2. Compare and contrast this lever to something you have used in your life in the past
month. How did this machine make the work easier?
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Station 2- Levers and the Mechanical Advantage Materials: Meter stick Calculators Classroom door Objective: To explore the different types of levers and to calculate their mechanical advantages. To calculate the mechanical advantage of a lever use the following equation: Ideal Mechanical Advantage = Distance from fulcrum (a point of pivot or center of a first class level) to input force.
Questions: 1. Draw the front door of the classroom and label fulcrum, input force, and output force. 2. What type of lever is the door to the classroom? 3. What mechanical advantage does the classroom door have? (hint: the center of the door represents the output force) 4. Calculate the mechanical advantage the lab cabinet door that holds the 7-Habits, or Chicken Soup of the College Soul books. 5. Describe the difference between these two doors in terms of shape, size, purpose, and mechanical advantage.
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Station 3- Incline Plane
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Materials: Toy car Calculator Meter sticks Textbooks 4 1/2 foot long 1x8 pine board Spring scale (2.5N) Objective: Construct a ramp, calculate the force needed to move a car up the ramp, and calculate the mechanical advantage of the ramp.
Procedure: Working as a team, your task is to get the toy car onto one of the room chairs using as little force as possible. You are allowed to pull on the truck only using the 2.5 N spring scale, but you can roll the car on anything you want. The task is to get the car onto the chair while keeping the maximum force needed using reading shown on the spring scale during the lab as small or low as possible. 1. Discuss this as a group and come up with a plan. Sketch your plan below and label the materials that you used. 2. Test your idea using the equipment provided. What was the maximum reading on the spring scale during the attempt? 3. If you could change or manipulate any part of the equipment provided to make the maximum reading on the spring scale smaller, what would you do? Explain your reasoning carefully. 4. Describe in your own words how you see the relationship between the length of the ramp and the force needed to pull the truck. 5. Calculate the ideal mechanical advantage of the ramp that you used. Ideal Mechanical Advantage = Length of Incline /Height of Incline
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Station 4 –The Screw
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Objective: The student will demonstrate each of the four things screws can do as simple machines. For example for join, you might screw two boards together. For grip, you might glue two pieces of wood together and clamp them with a C-clamp or vise. For lift, you might use a corkscrew to take a cork out of a bottle or show how a jack (automobile) works if you have access to the screw type. For hold tight, you could have a jar with a lid, a light bulb in a lamp, a tube of toothpaste, etc. Task:
1. Identify the materials provided as screw, bolts and nuts. 2. Measure the length and number of threads on the two screw examples. A student will
screw each of the two screws into a 2 X 4 block of wood with the provided screwdriver. The team/ student will count how many turns of the screwdriver each screw needs to be screwed into the block of the wood (each screw is to be within a nickel thickness into the wood). Remember the carpenter/ mechanics saying “righty tighty lefty loosy”
3. The Mechanical Advantage of a screw can be calculated by dividing the number of turns per inch.
2. What is the difference between a screw, bolt and nuts? What is the purpose of each? 3. Predict a possible ratio for the threads to turns for your sample.
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https://www.jlab.org/about-jefferson-lab
Questions: 1. Did the greater number of threads of a screw make it easier or harder to screw into the wood block?
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Station 5- Pulleys
Objective: The student/ team will determine if pulley reduce or increase the amount of force required to lift Gizmos –computerized simulation on The Pulleys Gizmo Lab. Students/ team will complete the lab and answer the assessment (5) questions.
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Station 6- Compound Machines Objective: Examine each of the compound machines and answer the questions below. Questions: 1. What two simple machines are found in a pair of scissors? 2. What four simple machines are found in a can opener? 3. What two simple machines are found in a stapler? 4. Inside your mouth there are two simple machines. What are they?
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Station 7 – Gears and gear ratios
Gears and Gear Ratios When two spur gears (or any other type of gears) are in mesh, the number of teeth in one gear is divided by the number of teeth in the other it is called the gear ratio. For example Teeth #1 ÷ Teeth #2 = Gear Ratio
When displaying gear ratios this is usually done with a colon (80:20). Very often the larger
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number is displayed first. These can also be written as fractions, or if spoken “80 to 20,” as in eighty to twenty. The gear with the lesser number is called the pinion, also again as in gear (80) to pinion (20). The spinning or rotational speed of a gear is measured in Revolutions Per Minute (RPM). If a gear spins completely around exactly 16 times in one minute, it’s going 16 RPM. If it spins exactly 100.9 times it’s going 100.9 RPM. As a rule the smaller gear should have a faster Revolutions Per Minute (RPM) than the larger gear. As in the case with the SECME engineering project, the Mousetrap Car; if the driver gear is a forty (40) tooth gear, and the “pinion is an eight (8) tooth gear then the gear ration is 40:8 or 5:1. In the case of the Mousetrap Car, the car has the potential to travel five (5x) times the distance of a car designed without gears.
1. Draw the provided gears (including the teeth of each gear), and label which is the pinion. 2. Determine the RPM of the gear from the information provided.
a. Gear 1 (S1) known as the driver is turning at a speed of 100 rpm Gear 1 (T1) has 30 teeth Gear 2 (S2) known as the driven gear is turning at an unknown speed Gear 2 (T2) has 40 teeth.
b. Gear 1 (S1) has an unknown speed Gear 1 (T1) has 80 teeth Gear 2 (S2) is turning at 20 rpm Gear 2 (T1) has 20 teeth.
3. If a mousetrap car has a driver gear of 40 teeth, and a pinion of 8 teeth, what is the gear ratio?
4. If the diameter of the drive wheel is 2.5 inches, what is the linear distance traveled per revolution?
5. If the target distance for the mousetrap car is 25 meters; how many revolutions of the drive gear/ axle is required to reach the target?
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August 2010 Eyerman-‐science
Bionic/ Prosthetic Hand
Introduction to Electrical Engineering Activity
Ten Points (10)
The students/ teams are given several six inch long pieces of electrical wiring, several size batteries and a small bulb and are asked if they could use a battery to light the bulb. This is a timed activity. Inspired by the video Universe of the Mind. Good luck!
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August 2010 Eyerman-‐science
Bionic/ Prosthetic Hand Business Plan Assignment Twenty points (20)
After reading the Introduction and the Three Rules of an Epidemic in The Tipping Point by Malcolm Gladwell, and composing your answers to your journal prompts; you should have the foundation of how to make your Bionic/ Prosthetic Hand “sticky” for your clients/ customers. The following questions should help you develop your business plan on how to market, advertise and produce your Bionic Hand. Teams will document their answers with cited resources in a written document.
1. Who is my market audience?
2. How many units (Bionic Hands) do I need to make?
3. Are the materials available to me through one or several suppliers?
4. What profit to cost mark-‐up do I need to use?
5. How much of the cost is tied up in labor costs?
6. Who is my competition (regional, national world-‐wide)?
7. Where should I base my business (location, location, location)?
8. What size office/ warehouse/ showroom do I need?
9. How much am I paying per square foot for this office/ warehouse/showroom?
10. What kind of advertisement should I engage in? Is it possible to create a “stickiness factor” by using word of mouth with this product? If so how?
11. Who should be my “technical advisor/ mentor” in the production of my Bionic/
Prosthetic Hand?
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May 2011 Eyerman-‐science
Human Anatomy and the hand Bionic/ Prosthetic Hand Project
Pre & Post Project Questions.
1. The hand and arm are amazing tools that we carry we us. Please look below at ways in
which our arms and wrist move naturally. Describe in detail how you would or could get your Bionic/ Prosthetic Hand to do the following movements: supination, pronation, extension, flexion, abduction, and adduction. Be sure to describe what tools and materials would be required, and also what would power your arm to make these movements.
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www.assh.org (American Society for Surgery of the Hand)
2. What obstacles might you have to overcome, and what movements that a natural human hand cannot make would you want your Bionic / Prosthetic Hand to do? How would you accomplish this task? See attached description/ drawing for the movements a human hand can make.
3. Draw a sketch of your Bionic/ Prosthetic Hand that can make the movements of the
human hand, and beyond.
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Post Bionic/ Prosthetic Hand Project
A. As we reflect back on our Bionic / Prosthetic Hand, describe in analogy the parts of the human hand with that of your Bionic Hand. Be sure to include the Distal, Middle and Proximal Phalanx, the Metacarpals, the radius and ulna, the flexor and extensor muscles, and finally the skin of the human hand.
B. What simple machines (fulcrum and levers) are found in the human and Bionic Hands?
What is their function?
C. How would you test the muscle strength of the human hand, and that of the Bionic Hand? Perform that test on the team, and the Bionic Hand. Detail the data in an excel document and graphs.
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D. Utilizing the technical drafting paper –draw a technical drawing of your Bionic/
Prosthetic Hand.
References
American Society for Surgery of the Hand www.assh.org retrieved November 12, 2011
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Evaluation & Student Assessment Rubric for Prosthetic Arm
Due March 11, 2011 Two hundred (200) Point Assignment
Team Name _______________________________ Block ____________
Concept Scoring Rubric (150 Points) Objectives: Student/ Team will create a Prosthetic Hand from the Yeager Industries kit and improve upon it.
Student √
Teacher Points
Assembly (10 Points) Students will complete the assembly of a working prosthetic arm with fingers and a thumb as instructed by the Yeager Industries kit.
Electrical Engineering (10 Points) Complete Electrical Engineering Activity. Receive Instructor’s sign-‐off for the lab activity.
Human Anatomy & the Bionic/ Prosthetic Hand (20 Points) Students/ Teams complete the Pre and Post project Human Anatomy worksheet. Pre-‐project Bionic/ Prosthetic Hand questions and sketch Post-‐project Bionic/ Prosthetic Hand questions and technical drawings Post-‐project Bionic/ Prosthetic Hand lab strength activity.
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Simple Machine Lab Activity (20 Points) Students/ Teams will complete the Simple Machine Lab Activity Students/ teams will attend and complete each lab station or center Teams will document that a different team member is the lead or rotate the lead member for each center.
Bionic/ Prosthetic Hand Business Model (20 Points) Students/ teams will create a business plan for their bionic/ prosthetic hand Teams will cite resources for answer provided Team will prepare and write out a business plan for their Bionic Hand. A cover page, abstract and document for the answers to the questions posed in the business plan. The plan shall also include an APA reference page and in-‐text resources must be cited APA style.
Adaptations, improvements, etc (20 Points) Students will use items that can be found around a household to perform an added task or function. The definition for household items, would be any item found in a Dollar Store. The team will detail in writing the adaptation for a grade in front of the instructor and his/her peers. The adaptation is some function that the arm can perform above and beyond the Demonstration evaluation (example; typing, buttoning a button, etc.). A similar Demonstration exercise will not qualify, unless greater weight is picked up or manipulated then those mentioned in Demonstration #2. The adaptation can also be aesthetic. Improvements to the original design are the goal of this project. You will have to document the cost of all improvements made to the original product from Yeager Industries. Your team’s budget is not to exceed twenty ($20.00) dollars for this project. Utilizing the Power point segment to visually document the improvements is highly recommended.
Adaptions and Improvements (20 Points) A research paper with citations (APA style) about the history of prosthetics and bionics An accurate description of the adaptation(s) is required. A detailed description of materials and cost used in the improvement. Explain the philosophy of the improvement, and why it was created or developed. This section is to be typed, Time New Roman size-‐12 and double-‐spaced. A technical drawing with dimensions in metric units on mechanical drawing paper is required. The instructor will provide the technical drawing paper to the team. The paper should include an abstract; cover page, table of contents, a section on the history of prosthetics limbs, a section on the team’s design philosophy and goals. The construction and operation procedure are to be documented. The citations and reference page should be APA style. The paper should also include a conclusion and recommendations.
Completion of Project (10 Points) Five point penalty for every school day late. The penalty will be applied to the demonstration piece/ adaptation piece/ technical drawing and technical report individually. Submit list to the instructor of missing, malfunctioning or damaged parts
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in the prosthetic arm kit. This list must be very accurate in order to guarantee the successful completion by your and other current and future teams. Return the project in the original tray to the instructor. Powerpoint Presentation (20 Points) Students will create a PowerPoint Presentation to market the virtues, adaptations and improvements of their Bionic/ Prosthetic Hand. Teams will create a three (3) minute presentation: to be presented to their peers in the classroom. A minimum of eight (8) slides should document the team’s Prosthetic Hand The PowerPoint should summarize the innovations, improvements and construction of the team’s Prosthetic Hand.
Bionic /Robotic Hand Kit Score Sheet Product Demonstration: One (1) minute time limit Fifty (50 Points) Grasping/ moving/ releasing a sheet of letter size computer paper
10 points if successful Total
Cylinder stacking: Pick up and nest a series of plastic containers
One of three 3 points
Two of three 5 points
Three of three cups 10 points
Total
Liquid pouring: Hold and pour cup of water into container (water bottle)
Final vol 200 ml = 3 points
Final volume 300 ml= 5 points
Final volume 500 ml = 10 points
Total
Holding Power: Hand will hold a 500 ml container while water is poured into the 500ml bottle =10 points
Enter volume_________ Team with highest volume amount receives 10 points extra credit.
Total
Completion of entire demonstration within one (1) minute.
Team receives ten (10) points. Total
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Student Names____________________________ _______________________
____________________________ ______________________
____________________________ _______________________
Team Name ______________________________
Rubric for SECME/ Biomedical Engineering Toothpick project (The Rollercoaster)
Due October 22, 2012 150 Point Project
Each team will design and construct a complete rollercoaster that will permit a standard sized glass marble to roll through the rollercoaster from the beginning to the end lasting twenty (20) seconds of movement of the marble. The only materials that may be used in the construction of this project are standard wood toothpicks and glue. No skewers may be used, and there is no restriction to the number of toothpicks that can be used. However, the rollercoaster must have at least one complete loop. The loop is a vertical loop. A horizontal loop will not be accepted as the single loop for the project. The entire track must be completed totally with toothpicks using glue only as an adhesive. The area of the base of the rollercoaster cannot exceed 4500 centimeters squared.
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Once the marble is released from the starting point, it cannot be touched or assisted in any way until it reaches the target location (the end of the ride). The only power permitted is gravity, and inertia or momentum generated by the marble itself. Accompanying the toothpick rollercoaster project will be a brief (one typed page) description of the rollercoaster, and an artist’s rendition of the proposed final project drawn to scale (ex. 1cm = 9 cm). The written description and drawing is due September 14, 2012. If the drawing and/ or report is late, a five (5) point penalty for each school day late for each portion (drawing or description) will be assessed. Twenty Points 20 Points __________ Judging of the rollercoaster is as follows: Note: The project is a team effort, and the students within the team will receive the same grade as his/ her team members, with the exception of the peer group grade. Best of three trial runs: The team will have 3 attempts to complete the course of the rollercoaster, and the marble will travel along the course for a minimum of twenty (20) seconds. The marble must meet the distance and time specifications for this project. If the marble travels for at least fifteen (15) seconds, then 30 points will be awarded. If the marble travels for at least ten (10) seconds, then 20 points will be awarded. If anything less than ten (10) seconds zero points, will be awarded to the team.
50 Points ____________
Six Sigma
Six Sigma is a process designed to help with the production of higher quality products and services. It is a quality level of 3.4 defects per million opportunities. It is a rate of improvement of seventy (70%) or better. It is a data-‐driven, problem-‐solving methodology of Define-‐Measure-‐Analyze-‐Improve-‐Control. It is also an initiative taken on by organizations to create bottom-‐line breakthrough change. History of Six Sigma Mathematicians and engineers have used the term sigma since the 1920’s. The term is a symbol. The term represents a unit of measurement in the quality of product variation. During the 1980’s, engineers at Motorola Inc. captured the term Six Sigma as a term applied to an in-‐house initiative for cutting back on the number of defects in production processes. Throughout the 1990’s, the popularity of the Six Sigma process grew rapidly and had saved General Electric more than three quarters of a billion dollars. During this time, Six Sigma had become a transferable branded corporate management initiative and methodology. Since 2000, Six Sigma has become a favorable methodology by many corporations concerned with the improvements of their services and products. Many Six Sigma organizations have spawned because of the work begun by Motorola Inc. in the 1980’s.
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The team will create a written report to document the team’s process towards a seventy (70%) success rate with their final roller coaster project. The team will use the DMAIC format in their report. This written report is due to the instructor prior to the final test of the team’s roller coaster. This policy of using Six Sigma will be required for future SECME Research projects such as the Bionic Hand and the Mousetrap Car. DMAIC (a process designed for improving falling below established goals and specifications) * Define-‐set the context and objective for your improvement project (70%) * Measure-‐determine the baseline performance and capability of the process or system you are improving * Analyze-‐use data and tools to understand the cause-‐ and-‐effect relationships in your process or system. * Improve-‐develop the modifications that lead to a validated improvement in your process or system. * Control-‐establish plans and procedures to ensure that your improvements are sustained. Twenty points
20 Points __________ The team will determine the speed, and the acceleration of the marble during key or significant points during the course of the rollercoaster. The results must use the stoichometry method used in class, and all work must be shown. Twenty points
20 Points __________ The team will provide a technical report on the production of toothpicks, glue sticks and marbles. The paper will have cited internal and external references (APA style). This portion of the project should answer how and to where these products are produced (made) and distributed. Then answer how long it takes to make the product should be as well as the materials (raw) and the process of how each product is made. Twenty points 20 Points ____________ Overall the instructor determines the assessment score. Points are awarded or deducted based on the soundness of the structure, creativity, originality and meeting established due dates. Each project must meet the guidelines as mentioned in this rubric, and addenda possibly added to this project. Mr. Eyerman’s guidelines for this section are;
Fully painted, theme of the design apparent, sign with the name of the ride, and smoothness of design (excess toothpick ends removed). Twenty points
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Fully painted, theme of design apparent, sign with the name of the ride, many rough edges on structures. Fifteen points
Theme is not apparent or missing a sign –or-‐ Not fully painted but with a sign and theme. Ten points
20 Points __________ Date Submitted to instructor __________ Total project points __________/150 pts
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Resource List Contact Mark Eyerman @ [email protected] for Team Building activities, lesson plans and any questions associated with this or any other SECME Research Lab Activities. Bibliography Gygi, Craig and Bruce Williams (2012) Six Sigma for Dummies, Wiley John & Sons, Incorporated. Hewitt, Paul G., (1999) Conceptual Physics, New York: Addison-Wesley Publishing. Jefferson Lab Department of Energy retrieved November 5, 2011 https://www.jlab.org/about-jefferson-lab Miller, Brian C. (2004) Quick Team-Building Activities for Busy Managers, New York: American Management
Association Plattsburg School District, http://staffweb.plattscsd.org/, Plattsburg, New York. www.google com images retrieved November 5, 2011